The Rabbinical School is delighted to invite people to audit select courses in its program. Participation is subject to availability and meeting Hebrew language prerequisites. Please review non-credit course listings and contact admissions for more information.

Families, School and CommunityFulfills a pedagogic content course requirement

CG-EDUC-503-W1

CG-EDUC-503-NC

Katzman

Online

3

This course will provide students with an understanding of the theories, best practices and skills of relationship-building among families, schools and communities, in both broad educational environments and in Jewish schooling, in particular. We will consider the impact that family, school and community partnerships have upon children’s education and development. Factors that impact these partnerships, such as cultural and religious values, societal forces, communication skills and differing expectations of parents and teachers will be explored. The course work will provide students with a theoretical basis on which they will develop a vision and plan for building partnerships among families, schools and community.

Positive Behavior Support in the Inclusive ClassroomFulfills a special education course requirement

CG-EDUC-555-W1

CG-EDUC-555-NC

MARGOLIS

Online

3

Students will learn to carry out a variety of behavior-change strategies within educational settings. Emphasis will be placed on the development of supportive classroom structures that lead to positive interactions among students with and without special needs, and between students and teachers. Students will also consider the Jewish dimension of behavioral management, specifically how values such as derech eretz can be reflected in general learning experiences.

Models of Teaching

CG-EDUC-601-W1

CG-EDUC-601-NC

Rodenstein

Online

3

In this course, students will analyze a wide repertoire of teaching models in Jewish education, influenced by content, students and institutional contexts, which represent techniques, philosophical approaches and values of teachers. The course will examine rationales for choosing or adapting different models and students will practice alternative approaches. Features of lesson planning and how to structure lessons and courses for Jewish educational settings will also be considered. In addition, students will reflect on their own teaching experiences and collaboratively assess alternative ways to address the range of educational issues that they encounter.

Models of Teaching

CG-EDUC-601-C1

CG-EDUC-601-N1

Rodenstein

Wednesdays, 3:30-5:30 p.m.

3

In this course, students will analyze a wide repertoire of teaching models in Jewish education, influenced by content, students and institutional contexts, which represent techniques, philosophical approaches and values of teachers. The course will examine rationales for choosing or adapting different models and students will practice alternative approaches. Features of lesson planning and how to structure lessons and courses for Jewish educational settings will also be considered. In addition, students will reflect on their own teaching experiences and collaboratively assess alternative ways to address the range of educational issues that they encounter.

Jewish Intermarriage in the American ContextFulfills a pedagogic content course requirement

CG-EDUC-641-W1

CG-EDUC-641-NC

McGinity

Online

3

This course introduces students to the historiographical and sociological questions about Jewish intermarriage in America. It focuses on how the meaning and experience of intermarriage changed over time and the ways in which the social construction of gender influenced how children of intermarriage are raised. It explores the evolution of interfaith marriage as a topic of public discourse, communal responses to Jewish intermarriage, and contentions about Jews who intermarry. Course material will look at how large social issues such as antisemitism, sexism, and identity politics, and contextual factors including immigration trends, civil rights, and feminism impact marriage across religious lines.

Teaching Hebrew with Technology

CANCELED

CG-EDUC-661-W1

CG-EDUC-661-NC

Matas

Online

3

The purpose of this course is to explore the use of technology as a tool to enhance foreign language instruction. We will investigate the transformative impact of the digital revolution of the last two decades on education and the vast array of digital technologies that can now be used to support language acquisition. Students will develop technology skills and knowledge based on sound pedagogical principles that reflect research and theory in Second Language Acquisition and will apply this practical and theoretical knowledge to Hebrew Language instruction.

This course explores theories of technology integration, how theories inform practice and how Hebrew language educators can apply their TPACK (technological pedagogical-content knowledge). The approach is both very hands-on and reflective: students will learn about a number of technologies by using them and then examine ways in which the technologies can be used to support the development of language competence. The purpose is not simply to learn how to use specific tools, but rather to learn how to analyze any digital tools.

In this course, students will explore the role of technology, online games and role play in experiential Jewish education. Interacting as mentors in the Jewish Court of All Time, a middle-school online history simulation in Jewish day schools, students will work to understand the online learning environment and philosophies for engaging students in “native” environments that potentially encourage deeper interactions and learning. At the same time, course readings, exercises and discussions will hone students’ ability to leverage online experiential learning toward specific learning outcomes, while managing potential distractions, glitches and non-participation by the learners. The course will have implication for both online and in-person learning environments, as well as for multiple educational settings.

Graduate Research Seminar in Jewish EducationThis is a year-long course (covers two semesters)

CG-EDUC-707-H1

Skolnick Einhorn

Hybrid

1

This research seminar is the culmination of a student’s years of study at Hebrew College and provides students with the opportunity to integrate their learning of Judaic texts with educational theories and practice. The final project allows students to further investigate a topic that intrigues them and relates to their work. Throughout the year-long project, students will be guided by the seminar instructors, a faculty adviser of their choosing and by the seminar community itself. The project is then submitted as a bound written paper and presented orally at an end-of-year day of celebration.

Human Development & Learning

CG-EDUC-802-W1

CG-EDUC-802-NC

Price

Online

3

This course will explore the relationship between human development and a lifelong trajectory of Jewish growth and learning. By exploring various developmental theories, including cognitive, psychosocial, and moral development, students will gain a deeper understanding of the developmental needs of, challenges facing, and opportunities for learners from early childhood through adulthood. Over the course of the semester, students will both analyze and design Jewish educational programs that address learners’ developmental needs.

Human Development & Learning

CG-EDUC-802-C1

CG-EDUC-802-N1

TBA

Thursdays, 2:30-4:30 p.m.

3

This course will explore the relationship between human development and a lifelong trajectory of Jewish growth and learning. By exploring various developmental theories, including cognitive, psychosocial, and moral development, students will gain a deeper understanding of the developmental needs of, challenges facing, and opportunities for learners from early childhood through adulthood. Over the course of the semester, students will both analyze and design Jewish educational programs that address learners’ developmental needs.

Supervised experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year. A minimum of six to ten hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position may be incorporated into the experience. Supervision will focus on execution of emerging skills, observation and basic knowledge. All field experiences must be approved by the director of field experiences.

Supervised Field Experience IIYear-long course (covers two semesters). Prerequisite: Models of Teaching in Jewish Education and Field Experience I

CG-EDUC-916-C1

Schultz

on site locations

1

Supervised experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year. A minimum of six to ten hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position may be incorporated into the experience. Supervision will focus on execution of emerging skills, observation and basic knowledge. All field experiences must be approved by the director of field experiences.

Supervised experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year. A minimum of six to 10 hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position may be incorporated into the experience. Supervision will focus on execution of emerging skills, observation and basic knowledge. All field experiences must be approved by the director of field experiences. Prerequisite: Models of Teaching in Jewish Education.

Supervised Field Experience II: Early ChildhoodYear-long course (covers two semesters). Prerequisite:Models of Teaching in Jewish Education and Field Experience I.

CG-EDUC-927-C1

Schultz

1

Supervised experience in a Jewish setting (school, agency, synagogue, etc.) for the full academic year. A minimum of six to 10 hours per week is required. Experiences will be tailored to meet the professional goals and objectives of the individual student. If appropriate, a current paid position may be incorporated into the experience. Supervision will focus on execution of emerging skills, observation and basic knowledge. All field experiences must be approved by the director of field experiences. Prerequisite: Models of Teaching in Jewish Education and Field Experience I.

Teaching and Studying the Bible: Challenges and DirectionsOpen to Pardes Educator students only.

CG-EDUC-617-P1

Frankel

Hybrid

3

This course will explore the complexities of teaching and studying the Biblical text in the 21st century, as seen through the lenses of contemporary thinkers and educators, biblical scholars and teachers. Traditional commentary and modern scholarship, rabbinic Midrash and personal interpretation, sacred legacy and moral deliberation are some of the issues that will inform our discussion. Biblical texts representing all genres of Scriptures (narrative; law; wisdom; poetry; prophecy and history) will serve as foci for the greater part of the semester. Participants will be required to work on a particular Biblical text, presenting both their personal study and teaching of that text to fellow participants. A final written project which integrates the application of principles learned is to be submitted at the end of term.

Pedagogy I: Developing and Creating Effective Classrooms Open to Pardes Educator students only.

CG-EDUC-615-P1

Grumet

Hybrid

3

This course focuses on the basics of planning and delivering effective lessons: establishing goals, maintaining the focus of the class, enduring understandings, discovery learning, essential questions, lesson planning, unit planning, formulating and reformulating questions, motivation, closure, homework and testing. Considerable attention is paid to applying basic principles of general education to the Jewish studies classroom, particularly in the day-school setting.

Pedagogy II: Developing as an Effective Teacher (formerly Art of Learning)Open to Pardes Educator students only.

CG-EDUC-616-P1

Sinclair

Hybrid

3

This course focuses on various factors that influence a person's ability to learn: multiple intelligences, diverse learning styles/patterns, socioeconomic and cultural backgrounds and overall motivation. Theories are applied to helping learners more effectively through clear instructions, assessments, rubrics and differentiation in the classroom. While this course is designed primarily for day-school teachers, concerns of teachers in any setting will be addressed. Reflection on ourselves as learners is an important element throughout the course.

Graduate Research Seminar in Jewish Education (Pardes)This is a year-long course (covers two semesters). Open to Pardes Educator students only.

CG-EDUC-707-P1

Gribetz

Hybrid

3

As you conclude your final studies in the Pardes Educator Program you have the opportunity to reflect on the learning you have done in text study, your education courses, your field placements and your co-curricular experiences. By taking the time to prepare your final project you will be able to integrate your learning and produce a concise document that helps you to consolidate your learning and create a deeper understanding of yourself as a Jewish educator.

Curriculum and Ethics: The Art of Making the Invisible VisibleOpen to students in the Jewish Leadership Program only.

CG-JLS-905-W1

Schein

Online

3

A methodological key to this course is the work on “assumption-hunting” of Dr. Stephen Brookfield, the adult learning theorist. Working from the “assumption” that key curricular approaches and documents only partially make clear their epistemological, ethical, and educational foundations the course begins with an exploration of two thoroughly modern constructions of curriculum: Joseph Schwab and Ralph Tyler. Participants will begin to view those theories from the rich perspectives of “post-modernity” in terms of changing views of the nature of knowledge, community, and dialogue. The third step of this curricular investigation will be an in depth of analysis of the curricular approaches of Mordecai Kaplan and Michael Rosenak. As part of the journey students will examine various curricular documents presently being utilized in contemporary Jewish education.

For centuries, Jews and Christians have turned to the Book of Psalms in times of joy and thanksgiving, and in times of sadness and lament. However, there have been far fewer opportunities for members of these two communities and others to explore these ancient poetic texts together as fellow spiritual seekers. What do we share in common? Where do we differ? How might reading these sources with people with different religious or ideological commitments impact our relationship with the text? The goal of this reading group is to provide students with the opportunity to learn about the origins and reception of Sefer Tehillim (The Book of Psalms) in Jewish and Christian contexts, and the various ways in which these sources have been used as liturgical and meditative resources in both communities throughout time. Each meeting will be two hours and will include a light supper. The group will meet five times over the course of the semester. The reading group will study all of the primary texts in English translation and we will provide the originals for those who wish to explore them.

Genres and Themes of Biblical Literature I Prerequisite: Hebrew 4 or above

This course will focus on Biblical narrative and legal discourse. The course will cover the arc of biblical history and historiography, examining prose selections from the Torah, as well as the historical books: Joshua, Judges, Samuel I and II, and Kings I and II. Several sessions will also focus on legal, prescriptive and proscriptive material, including ritual and civil law. Particular attention is paid to understanding of the Hebrew text, and to the linguistic and literary characteristics of the different genres. First part of a two-semester sequence.

Studies in the Book of ExodusThis fulfills a text requirement for Jewish Studies students.

CG-BIBLE-521-W1

CG-BIBLE-521-NC

Frankel

Online

4

The exodus from Egypt is undoubtedly the most central event in biblical memory. It serves as the basis for the founding of the covenant at Mt. Sinai and provides the rationale for a host of commandments. Even the final redemption from exile is depicted as a kind of “second exodus.” How, then, was this story told? And what lessons and teachings were implied in the telling? “Studies in the Book of Exodus” provides an in-depth exploration of Israel’s most foundational stories: the early life of Moses and the burning bush; the slavery in Egypt and the struggle for freedom; the Passover feast and the Festival of Massot; the miracle at the Sea; the Sinai revelation and the giving of the law, and the terrible rebellion of the golden calf. The course will bring traditional, literary and critical-historical approaches to bear on the stories of the book Exodus in order to shed light on the text from a variety of perspectives. Finally, we will ask not only what these stories meant at the time of their original telling, but also what meanings they may have for us today.

Women in the Hebrew Bible and QurânThis fulfills a text requirement for Jewish Studies students.

A study of women figures in the Hebrew Bible and the Qur'an and the ethical issues that arise from these narratives, and an exploration of themes related to religion, gender, and authority.

Women in the Hebrew Bible and QurânThis fulfills a text requirement for Jewish Studies students.

RB-BIBLE-583-W1

RB-BIBLE-583-N1

Rachel Adelman and Celine Ibrahim-Lizzio

Online

3

A study of women figures in the Hebrew Bible and the Qur'an and the ethical issues that arise from these narratives, and an exploration of themes related to religion, gender, and authority.

Approaching the Holocaust: History, Memory and Faith

CG-INTD-539-W1

CG- INTD -539 - AU (Community Education course)

Mesch

Online

3

The Nazi Destruction of the Jews in Europe from 1933–1945 has been the subject of an enormous amount of research and reflection. Countless books, articles, films, novels, poetry, art, biographies, autobiographies have attempted to understand and engage the events of those years. We have learned a great deal but the phenomenon of the Holocaust continues to defy our understanding. In this course we will focus on three aspects of the Holocaust.

What happened: An overview of the narrative history of the what, where, and when. Memorializing the Holocaust—Documentary films and museums and memorials dedicated to the Holocaust. How should we remember? Jewish religious responses to the Holocaust – Theodicy – What does am segulah – chosen (special) peoplehood – mean in the context of the Holocaust? Every student will choose a first person account which will serve as lens through which the experience of the Holocaust will be interpreted.

Text & Context: Biblical & Rabbinic Periods

CG-HIST-541-W1

CG-INTD-541-NC

Mesch

Online

3

In this course, we will encounter the Tanakh and Rabbinic literature and the cultures and civilizations in which they developed. We will read substantial portions of original texts (in translation) along with key secondary sources to provide students with a framework through which they can gain understanding of the key issues and concepts that underlie these texts and their history. We will also be attentive to the variety of ways that the Bible and Rabbinic literature are read and interpreted. There are no prerequisites for this class; it will be taught as an introductory course for graduate students and as an introduction to graduate work in Jewish Studies.

This course is an introduction to Jewish prayers and prayer books. We will study the texts, practices and concepts associated with daily, Sabbath, and Festival worship as found in different siddurim of Jewish communities.

Introduction to Reading Biblical Texts

Prerequisite: Hebrew 4 or above

RB-LITR-500-C1

RB-LITR-500-NC

Bock

Wednesdays, 11:30 a.m. - 1 p.m.

2

Introduces students to, and builds their skills in, the reading of texts in the Tanakh, the Hebrew Bible. The focus will be on learning to make use of the Masoretic apparatus of vowel signs and cantillation to read with precision; familiarization with the distinctive features of biblical Hebrew morphology and syntax; making use of a biblical Hebrew lexicon and concordance; and developing strategies for understanding the literal meaning of biblical Hebrew texts.

Introduction to Mishnah

Prerequisite: Hebrew 4

CG-RAB-513-C1

RCG-RAB-513-NC

Leader

Tuesdays & Thursdays, 2:30 - 4 p.m.

4

This course is an intensive introduction to the form and content of the Mishnah, the first code of rabbinic law. Students will gain familiarity with classical rabbinic syntax, key concepts, and frequent forms of rabbinic teachings, building a foundation for further study of rabbinic literature.

In this preliminary fundamental course students will learn basic Hebrew vocabulary and grammar needed for speaking, decoding of reading and comprehending authentic Hebrew texts, Modern to Ancient, exploring the magic of the Hebrew Language. The course begins with an introduction to the Hebrew Alphabet and the vowels system through songs, dialogues, stories and lots of humor. There will be some in-class conversation in Hebrew, however the emphasis will be on developing reading comprehension skills. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 1: Understanding Texts - Fundamental of Hebrew 1

MG-HEBRW-120-C2

MG-HEBRW-120-A2 (Community Education course)

Davis

Thursdays, 6:30-9 p.m.

THIS SECTION CANCELLED

see 4:30 - 7 p.m. class above

4 undergradaute credits

In this preliminary fundamental course students will learn basic Hebrew vocabulary and grammar needed for speaking, decoding of reading and comprehending authentic Hebrew texts, Modern to Ancient, exploring the magic of the Hebrew Language. The course begins with an introduction to the Hebrew Alphabet and the vowels system through songs, dialogues, stories and lots of humor. There will be some in-class conversation in Hebrew, however the emphasis will be on developing reading comprehension skills. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 3: Understanding Texts - Fundamental of Hebrew 3

Prerequisite: Hebrew 2

MG-HEBRW-320-C1

MG-HEBRW-320-AU (Community Education course)

Davis

Wednesdays, 4:30-7 p.m.

THIS SECTION CANCELLED

see 6:30 - 9 p.m. class below

4 undergradaute credits

In the third sequel of the Understanding Hebrew Texts series students will read selections from multiple genres from Modern Hebrew through classical texts. Students will apply and extend their knowledge of Hebrew grammar, continue to build their vocabulary, with the goal of enhancing their ability to develop skills and tool kit for independently read and understand Jewish texts in Hebrew, Modern through Ancient texts. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 3: Understanding Texts - Fundamental of Hebrew 3

Prerequisite: Hebrew 2

MG-HEBRW-320-C2

MG-HEBRW-320-A2 (Community Education course)

Davis

Wednesdays, 6:30-9 p.m.

4 undergradaute credits

In the third sequel of the Understanding Hebrew Texts series students will read selections from multiple genres from Modern Hebrew through classical texts. Students will apply and extend their knowledge of Hebrew grammar, continue to build their vocabulary, with the goal of enhancing their ability to develop skills and tool kit for independently read and understand Jewish texts in Hebrew, Modern through Ancient texts. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 5: Sources - Readings in Hebrew , Standing at Sinai

Prerequisite: Hebrew 4 or above

MG-HEBRW-520-C1

MG-HEBRW-520-AU

Davis

Tuesdays, 6:30-9 p.m.

3

This course will offer a unique experience of learning Hebrew throughout its history via diverse genres of authentic Hebrew literature. It will draw on a variety of Hebrew texts from a selection of sources including the Bible, mishnah, midrash, medieval texts, Hassidic tales, haskala-era Hebrew literature and Modern Hebrew. The anthology of readings will be drawn from the book of Exodus, Ethics of our Fathers, as well as works of Maimonides, Ramban, Yehuda HaLevi, Martin Buber, Shai Agnon, Hayim Nachman Bialik, Meir Shalev, Amos Oz, and Etgar Keret, Israeli TV and media. Grammatical concepts will be fully integrated into this literature-oriented course. Prerequisite: Hebrew 4, its equivalent or above.

Building on Hebrew 3 and 4, the two-semester sequence of Hebrew 5 and 6 focuses on more advanced Modern Hebrew language structures and prose writings. Students will deepen their understanding of the Hebrew language, with emphasis on skill acquisition and development through the extensive use of classical and modern texts. This course gives a systematic presentation of grammatical and syntactic principles of biblical and rabbinic Hebrew (including vocabulary). Texts of different styles, such as narrative, poetry, prophecy and wisdom literature, are examined with an emphasis on literary analysis.

For students with strong practical Hebrew skills, this course will deal with the phonology and morphology of classical Hebrew, with particular emphasis on the vocalization system (niqqud), the declension of nouns, and the Hebrew verb system. Work will be at the same level as Hebrew 7.

Students will learn the basic features of Aramaic grammar, focusing on the dialect of Aramaic used in the Babylonian Talmud. A solid knowledge of Hebrew grammar will be expected, so that students can take advantage of systematic correspondences between Hebrew and Aramaic grammar. Some experience reading Talmudic texts will also be presumed. The texts that are read consist primarily of aggadic materials from the Babylonian Talmud. At the end of the course, other texts with liturgical and halakhic significance will be read as well.

All classes require purchase of a standard Hebrew-English dictionary. All online Hebrew classes use Ivrit Min Hahatchala (Hebrew from Scratch) as textbook either Volume 1 or Volume 2. See individual course description. All Hebrew Online courses are offered September 1-December 23, 2016.

COURSE TITLE

COURSE NO.

INSTRUCTOR

TIME

CREDITS

Mekhina (Preparation) for Hebrew Language

No prior knowledge of Hebrew is required

CU-HEBRW-010

Levy

Online

NC

This course is designed to serve as an introduction to Hebrew language study and to ensure that students with some prior Hebrew study experience begin Modern Hebrew I at comparable levels. The Mekhina introduces the Hebrew alphabet and vowels, as well as verbs and syntax sufficient for conducting simple daily conversation. Students work at their own pace, submitting oral and written homework, and taking online quizzes. Weekly real-time class discussions are conducted by the instructor with small groups of students at comparable levels. The Mekhina is based on the seven introductory units of Ivrit Min Hahatchala (Hebrew from Scratch), the textbook used by Hebrew College’s campus-based and online Hebrew Language programs.

This course enables students to recognize and use fundamental structures of Hebrew grammar and morphology, and to acquire the necessary vocabulary for basic conversation and reading of modern and classical texts. All language skills are mastered through elementary syntactic and grammatical structures. Students will learn the basic verbs in the different common active verb groups and their conjugation in the present and past tense. Students will read and listen to stories and dialogues, and participate in guided class discussions. Based on topics introduced in the lessons, students will write their own dialogues and passages. All language skills are mastered through more advanced syntactic and grammatical structures.

This course covers the first half of Hebrew I, Lessons 1–7 of I Ivrit Min Hahatchala (Hebrew from Scratch), Vol. 1.

Hebrew 1B

Prerequisite: Hebrew 1A or placement test

CU-HEBRW-111B-W1

CU-HEBRW-111B-NC

Levy

Online

2 undergraduate credits

This course covers the second half of Hebrew I, Lessons 8–14 of Ivrit Min Hahatchala (Hebrew from Scratch), Vol. 1.

Hebrew 2

Prerequisite: Hebrew 1 or placement test

CU-HEBRW-210-W1

CU-HEBRW-210-NC

Levy

Online

4 undergraduate credits

A continuation of Hebrew I Online, this course enables students to recognize and use additional structures of Hebrew grammar, morphology and vocabulary to read modern and classical texts, and to engage in conversation. Students will read and listen to stories and dialogues, and participate in guided class discussions. Based on topics introduced in the lessons, students will write their own dialogues and passages. All language skills are mastered through more advanced syntactic and grammatical structures. Students will learn the past tense of verb groups introduced in Hebrew I.

This course covers the first half of Hebrew II, Lessons 15–21 of Ivrit Min Hahatchala (Hebrew from Scratch), Vol. 1.

Hebrew 2B

Prerequisite: Hebrew 2A or placement test

CU-HEBRW-211B-W1

CU-HEBRW-211B-NC

Levy

Online

2 undergraduate credits

This course covers the second half of Hebrew II, Lessons 22–28 of Ivrit Min Hahatchala (Hebrew from Scratch), Vol. 1.

Hebrew 3

Prerequisite: Hebrew 2 or placement test

CU-HEBRW-310-W1

CU-HEBRW-310-NC

Levy

Online

4 undergraduate credits

Students will learn to recognize and use new and more complex structures of Hebrew grammar and morphology, such as combined sentences, and will acquire vocabulary for advanced reading of modern and classical texts, and for conversation. Lessons include readings of longer passages, dialogues and stories. Students will be given the opportunity to practice the new syntactic and grammatical structures. Based on topics introduced in the lessons, students will write short expository passages and deepen their mastery of spoken Hebrew through participation in open conversation.

This course covers the first half of Hebrew III, Lessons 1–4 of Ivrit Min Hahatchala (Hebrew from Scratch), Vol. 2.

Hebrew 3B

Prerequisite: Hebrew 3A or placement test

CU-HEBRW-311B-W1

CU-HEBRW-311B-NC

Levy

Online

2 undergraduate credits

This course covers the second half of Hebrew III, Lessons 5–8 of Ivrit Min Hahatchala (Hebrew from Scratch), Vol. 2.

Hebrew 4

Prerequisite: Hebrew 3 or placement test

CU-HEBRW-410-W1

CU-HEBRW-410-NC

Levy

Online

4 undergraduate credits

This course is designed for intermediate students who have successfully mastered Hebrew reading, writing and speaking skills. Students will practice writing directed and complex sentences, as well as free composition. In weekly oral assignments and class discussions, only Hebrew is spoken. Through extensive readings, students will expand their vocabulary and increase their familiarity with grammatical patterns. Students will learn the future tense of basic verbs in the strong verb groups, as well as frequently used weak verbs.

Students receive instruction on the modes and motifs of Rosh Hashanah and how to lead services using motivic improvisation within the established framework of received Ashkenazic tradition. Students also learn appropriate congregational melodies. Students are also introduced to selected cantorial recitatives, and coached on their authentic rendering.

Cantorial Coaching

Enrollment: limited to students who have successfully auditioned into one of the SJM programs or by permission of the SJM

CG-CANTR-579-C1

TBD

TBD

1

This course provides coaching by a practicing cantor who will guide the student according to his or her individual needs. Goals of coaching are to increase facility with prayer leading and to improve vocal and musical interpretations of selected repertoire as pertains to the Jewish Life Cycle. The student will be evaluated on the benchmark requirements by the third year of residency to ascertain proficiency. Enrollment is limited to students who have successfully auditioned into one of the SJM programs or by permission of the SJM. May be repeated for credit.

Preparation for Comprehensive Exams

Open only to Cantorial Students in their final semester

CE-CANTR-997-C1

TBD

TBD

1

This course is open to cantorial students only in their final semester before ordination and is intended for review and completion of all comprehensive exams required in either Nusach or Cantillation. Enrollment is with permission of the Dean of the School of Jewish Music

Students will study the classic liturgy for Rosh Hashanah and Yom Kippur, including its historical evolution and theological message. Representative piyyutim (liturgical poetry) will also be analyzed. Texts will be taught in Hebrew.

Private lessons in singing. Emphasis is on understanding the working of the vocal mechanism, maximizing the potential of the individual singer, learning to be an effective vocal teacher, and preparing the student to be an inspiring performer. Students will be taught how to use correct technique while singing a variety of different styles of music. Students will be required to participate in a studio recital once each semester and to memorize the music that is being performed. To adjudicate progress, students will also be required to sing in Vocal Boards, performing a liturgical selection either from memory or from the Hebrew text, and a secular piece from memory from repertoire to be approved in advance.May be repeated for credit.

Kol Arev Chamber Choir

Participation is required for students in the COSEL program

CG-MUSIC-305-NC

Lieberman

Mondays, 4:30-6:30 p.m.

NC

This ensemble is open to students who have successfully auditioned for and who will serve as members of Kol Arev Chamber Ensemble during the academic year.

Music of the Jewish People

Prior knowledge of music is not required

CG-MUSIC-501-C1

Pinnolis

Online

3

This online course investigates the role that music has played in Jewish life from ancient to modern times. Topics include music in the time of the Bible, rabbinic attitudes toward music, music and mysticism, the development of the modes for prayer and scriptural cantillation, church and synagogue music compared, music of the holidays and the life cycle, folk and popular music in the Diaspora, the development of art music in the modern era, and music in modern Israel.

Senior Recital

Available only to CEP or COSEL students

CE-MUSIC-905-C1

TBD

TBD

1

Private lessons in singing. Emphasis is on preparing the student for the senior recital. This course will be taken instead of voice lessons during final two semesters before graduation. May be repeated for credit.

Courses offered by the Rabbinical School are not be open to everyone. If the course is listed in the general listings or community education listing as well as here, then it is open to non-rabbinic or cantorial students.

BTI students should contact dean of Rabbinic School for permission to take course listed here only.

In this course, we will engage in close readings of selected passages in Genesis (Bereshit), with special attention granted to the dynamics between the matriarchs and patriarchs. We will hone our Hebrew text reading skills, with occasional forays into parallel Ancient Mesopotamian source. Students will be introduced to the basics of medieval commentary (Parashanut), with a special focus on Rashi and his midrashic sources, in order to familiarize ourselves with classic questions of rabbinic exegesis (parashanut).

The Book of Exodus will be studied as the national saga of the Jewish people. Students will read selections from both Mekhilta and Shemot Rabbah, showing the uses of the biblical text in the halakhic and aggadic development of Judaism, as well as medieval commentaries and modern perspectives, including the importance of the Exodus and Sinai motifs in Jewish theology and the uses made of the Exodus paradigm beyond the bounds of Judaism.

Standing at the very center of the Pentateuch, Vayikra reveals the priestly view of the relationship between God and Israel, and the interconnected dimensions of sacred time, space, and person. We will study major themes of Vayikra including the sacrificial system, the numinous power of the divine Presence, purity and impurity, the relationship between personal and social embodiment, the meaning of sacred time, and the interplay of the ritual and the ethical. We shall attempt to understand Vayikra’s theory of priesthood, including the paradox of self-referentiality and the paradox of initiation.

Attention will be given to the role of Vayikra in the context of the Pentateuch as a whole, with special focus on narrative elements such as the death of Aaron's sons on the Tabernacle's inaugural day. We will apply insights from anthropology, comparative theology and other contemporary disciplines, but our main emphasis will be a close and careful reading of the text.

The Prophets in Bible, Theology, and Jewish Life

RB-BIBLE-416-C1 Level: Year 3

Polen

Thursdays, 2:30-4 p.m.

2

This course will introduce the major literary prophets Isaiah, Jeremiah, Ezekiel and the Book of the Twelve. We will examine the place of the prophets in biblical history, their theological and political roles, and their enduring literary and moral stature. Major themes include the centrality of ethics and concern for the poor; attitudes toward Temple, ritual, and Torah; covenant, restoration, and the future of Israel. Attention to the beauty and power of the Hebrew text will be a central focus.

This course will focus on Biblical narrative and legal discourse. The course will cover the arc of biblical history and historiography, examining prose selections from the Torah, as well as the historical books: Joshua, Judges, Samuel I and II, and Kings I and II. Several sessions will also focus on legal, prescriptive and proscriptive material, including ritual and civil law. Particular attention is paid to understanding of the Hebrew text, and to the linguistic and literary characteristics of the different genres. First part of a two-semester sequence.

This course examines the book of Deuteronomy as a source of Jewish religious teachings and values, including readings form midrashic, medieval, and modern interpretative sources. It also discusses the place of Devarim in the emergence of rabbinic Judaism, including halakhic, ethical and devotional dimensions.

Women in the Hebrew Bible and Qur'an

RB-BIBLE-583-C1 RB-BIBLE-583-NC

Adelman and Ibrahim-Lizzio

Tuesdays, 2:30-4:30 p.m. on campus

3

A study of women figures in the Hebrew Bible and the Qur'an and the ethical issues that arise from these narratives, and an exploration of themes related to religion, gender, and authority.

In the first part of the seminar we will explore the history of Zionism through a close reading of the classic Zionist thinkers: Herzl, Ahad Ha'am, Jabotinsky, Kook and others. We will also be paying close attention to the context from which their writings emerge, both the Jewish context as well as the wider canvas of European history. The course will focus on the seminal political events of early Zionism: the Zionist congresses, the Balfour Declaration, the successive waves of aliyot, etc. The latter part of the course will focus on the development of Israeli society, looking at questions of Jewish identity, the democratic nature of Israel, Ashkenazi-Sephardi tension, and the contentious relationship with the Palestinians. We will end the course by looking at contemporary critiques of Zionism, raising the charged questions of whether Zionism is at its end.

In the first part of the seminar we will explore the history of Zionism through a close reading of the classic Zionist thinkers: Herzl, Ahad Ha'am, Jabotinsky, Kook and others. We will also be paying close attention to the context from which their writings emerge, both the Jewish context as well as the wider canvas of European history. The course will focus on the seminal political events of early Zionism: the Zionist congresses, the Balfour Declaration, the successive waves of aliyot, etc. The latter part of the course will focus on the development of Israeli society, looking at questions of Jewish identity, the democratic nature of Israel, Ashkenazi-Sephardi tension, and the contentious relationship with the Palestinians. We will end the course by looking at contemporary critiques of Zionism, raising the charged questions of whether Zionism is at its end.

This course introduces aspiring rabbis to basic sources, practices and complexities of the Jewish life cycle. Students will gain fluency in the essential terminology of the Jewish life cycle and will explore multiple approaches to Jewish ritual observance. We will integrate primary text study, secondary readings and reflections on our own personal encounters with ritual practice in order to build fluency and comfort in the practice of Judaism. We will also pay particular attention to the issue of encountering this material as future rabbis and educators.

Bet Midrash

Level: AllMekorot-RB-INTD-050-NC

Year 1-RB-INTD-100-NC

Year 2-RB-INTD-200-NC

Year 3-RB-INTD-300-NC

Year 4-RB-INTD-400-NC

Year 5-RB-INTD-500-NC

Bet Midrash staff

TBD

NC

Regular Bet Midrash participation is a required part of the Rabbinical School program. Complementing formal classroom study, students will be paired in hevrutot for intensive study of Jewish texts. This takes place during daily Bet Midrash hours within a supervised study hall setting, where tutors are available to help students work with the original sources and to discuss ideas and issues that emerge from the text study.

Tefilah Groups

RB-INTD-150-NC Level: All

Staff

Wednesdays, 2:15-3:15 p.m.

NC

This course is required for all rabbinical students; optional for cantorial ordination students.

Israel Seminar, Part I

Open to rabbinic students in the study-abroad program only

RB-INTD-510-C1 Levels: Years 3 and 4

Bromberg

Jerusalem: Dates/Times TBD

3

This course is a series of conversations, including guest speakers, around key themes in Israeli Life, both historical and contemporary. Culture, political and religious issues will be considered.

Drawing on Musar and Chassidic literature and the concept of tikkun hamiddot (personal ethical and spiritual development), this course will focus on the relationship between personal spirituality and strategies for social justice organizing and advocacy for transformative social change. Some of the specific areas of exploration will include motivation and self-interest, choice, humility and trust.

Drawing on Musar and Chassidic literature and the concept of tikkun hamiddot (personal ethical and spiritual development), this course will focus on the relationship between personal spirituality and strategies for social justice organizing and advocacy for transformative social change. Some of the specific areas of exploration will include motivation and self-interest, choice, humility and trust.

This course will address the historical, phenomenological, and theological perspectives on tefillah and the siddur. Students will gain as complete a familiarity as possible with the varied worlds of Jewish prayer, including the prayer books of traditional and contemporary communities, the styles of prayer, the inner life of prayer as taught by various masters, and the theologies that underlie prayer and proceed from it.

Theology of Jewish Prayer

Prerequisite: Hebrew 7

RB-JTHT-100-NC Level: Year 1

Polen

Tuesdays, 11:30 a.m.-1 p.m.

2

This course will address the historical, phenomenological, and theological perspectives on tefillah and the siddur. Students will gain as complete a familiarity as possible with the varied worlds of Jewish prayer, including the prayer books of traditional and contemporary communities, the styles of prayer, the inner life of prayer as taught by various masters, and the theologies that underlie prayer and proceed from it.

"Judaism teaches us," wrote Abraham Joshua Heschel, "to be attached to holiness in time, to be attached to sacred events, to learn how to consecrate sanctuaries that emerge from the magnificent stream of a year." This course explores Jewish teachings on sacred time, spanning from the subtle rhythms of daily life to the grand institutions of the Sabbath, and the festival and holiday cycles. Our sources will be drawn from the Hebrew Bible and rabbinic literature (including both halakhah and aggadah), the medieval mystical and philosophical traditions, and contemporary theologians. This journey will reveal the ways in which Jewish theology have become embodied in time through the events sacred calendar, and will chronicle the change and evolution of these ideas over the course of the generations.

"Judaism teaches us," wrote Abraham Joshua Heschel, "to be attached to holiness in time, to be attached to sacred events, to learn how to consecrate sanctuaries that emerge from the magnificent stream of a year." This course explores Jewish teachings on sacred time, spanning from the subtle rhythms of daily life to the grand institutions of the Sabbath, and the festival and holiday cycles. Our sources will be drawn from the Hebrew Bible and rabbinic literature (including both halakhah and aggadah), the medieval mystical and philosophical traditions, and contemporary theologians. This journey will reveal the ways in which Jewish theology have become embodied in time through the events sacred calendar, and will chronicle the change and evolution of these ideas over the course of the generations.

An introduction to the Jewish mystical tradition and the reading of its central text, the Zohar. Students will be taught the symbolic language of Kabbalah and will learn to read passages in the Aramaic original, but also using the new translation and commentary of the Pritzker edition

Building on Hebrew 3 and 4, the two-semester sequence of Hebrew 5 and 6 focuses on more advanced Modern Hebrew language structures and prose writings. Students will deepen their understanding of the Hebrew language, with emphasis on skill acquisition and development through the extensive use of classical and modern texts. This course gives a systematic presentation of grammatical and syntactic principles of biblical and rabbinic Hebrew (inclulding vocabulary). Texts of different styles, such as narrative, poetry, prophecy and wisdom literature are examine with an emphasis on literary analysis.

Students will learn the basic features of Aramaic grammar, focusing on the dialect of Aramaic used in the Babylonian Talmud. A solid knowledge of Hebrew grammar will be expected, so that students can take advantage of systematic correspondences between Hebrew and Aramaic grammar. Some experience reading Talmudic texts will also be presumed. The texts that are read consist primarily of aggadic materials from the Babylonian Talmud. At the end of the course, other texts with liturgical and halakhic significance will be read as well.

Hebrew Grammar Intensive

Prerequisite: Hebrew 5-6 or equivalent

CG-HEBRW-207C-C1 Level: Year 1

Berman

Tuesdays,2:30-4 p.m.. and Thursday, 9:30-11 a.m.

3

For students with strong practical Hebrew skills, this course will deal with the phonology and morphology of classical Hebrew, with particular emphasis on the vocalization system (niqqud), the declension of nouns, and the Hebrew verb system. Work will be at the same level as Hebrew 7.

Introduces students to, and builds their skills in, the reading of texts in the Tanakh, the Hebrew Bible. The focus will be on learning to make use of the Masoretic apparatus of vowel signs and cantillation to read with precision; familiarization with the distinctive features of biblical Hebrew morphology and syntax; making use of a biblical Hebrew lexicon and concordance; and developing strategies for understanding the literal meaning of biblical Hebrew texts.

This course is an introduction to Jewish prayers and prayer books. We will study the texts, practices and concepts associated with daily, Sabbath, and Festival worship as found in different siddurim of Jewish communities.

This course will explore in depth the ministry of pastoral care and counseling in times of grief and loss, with an emphasis on the theological dimensions in both Judaism and Christianity which assist persons to find hope and meaning in the aftermath of loss. We will explore together historical and contemporary grief theory, the various forms of loss and types of grieving, the role of attachment styles on grief and our relationship to God. We will examine how death is experienced differently through human development, the role of healthy and unhealthy religious coping in times of stress and focus on the reconstruction of meaning as essential to finding hope and a new future. Personal, theological, and cultural understandings of death, grief, and loss will be studied to appreciate both the universal and unique elements to grieving. Students will learn the tasks of grieving and how to facilitate healthy grieving within the context of congregational life and the role that pastoral empathy, counseling skills, rituals and funerals can play in this.

Rabbinical Internship

RB-PRAC-400-C1 Level: Years 3 and 4

Judson

TBD

3

Fourth year rabbinical students serve as rabbinic interns at Jewish institutions. Students will have on-site supervision. Internships are designed to enable students to understand the relationship between their theoretical education and their practical learning.

The Senior Seminar provides an opportunity for students approaching graduation to investigate a number of current topics that face rabbis in their practice. Most of these topics involve issues of personal status and Jewish identity such as intermarriage, Jewish identity by birth, the role of non-Jews in Jewish families and communities, and conversion. Contemporary readings from a range of Jewish sources are integrated with primary text study. Students are encouraged to bring their personal experience to class discussions.

Rabbinical Internship

RB-PRAC-550-C1 Level: Year 5

Judson

TBD

3

Fifth year Rabbinic students will be placed in internships and student pulpits at synagogues and other Jewish institutions in the greater Boston area.

Year-long course: Open to rabbinic students or those enrolled in the End of Life Pastoral Care Program (CPCEL)

RRB-PRAC-601

Leader and Paasche Orlow

Mondays, 3-5 p.m.

6

This year-long interdisciplinary course will earn 6 graduate credits and will train students for end-of-life work in caring for patients, families, and caregivers; it will be co-taught by three experts – two in end-of-life care and Jewish chaplaincy, and one in Jewish rabbinic and Biblical text. Topics covered in the course will include: styles of grief, shame and guilt, caregiving dilemmas and support, the aging process, compassion fatigue, and signs of transitioning.

Clinical Practicum for End of Life Care

Year-long course: Open to rabbinic students or those enrolled in the End of Life Pastoral Care Program (CPCEL)

RB-PRAC-602

Naditch

TBD

6

This year-long clinical practicum course will provide an opportunity for students to evaluate and re-consider clinical cases in which they have participated. For congregational clergy who take the course, their clinical time will consist of the time they spend working with congregants; if there are physicians who meet requirements for the course, their patient caseloads will count for their clinical time; for Rabbinic School students or non-congregational clergy taking the course, their clinical time will be arranged through our partner institution, Hebrew SeniorLife. A formal APC-certified Clinical Supervisor will teach this course.

Through intensive, guided study of one full chapter of the tractate Berakhot, this first semester inducts first-year rabbinical students into the discipline of traditional rabbinic learning. Course work covers essential themes in the field of liturgy while building skills that are necessary for reading, understanding, appreciating, analyzing and participating in Talmudic discourse and for accessing the full range of classical rabbinic sources.

The Talmud curriculum for the Nezikin year will focus on selected sugyot from seder Nezikin. Through close readings of talmudic texts and their commentaries, we will explore questions such as: How did the ancient rabbis understand our legal responsibilities to one another and thus the meaning of personhood? How did they understand social status and its legal consequences? What were some of their ideas about just civil and criminal law? By examining these ancient ideas of social responsibility, we will consider how we might conceptualize and build our communities of responsibility.

The Talmud curriculum for the Nezikin year will focus on selected sugyot from seder Nezikin. Through close readings of talmudic texts and their commentaries, we will explore questions such as: How did the ancient rabbis understand our legal responsibilities to one another and thus the meaning of personhood? How did they understand social status and its legal consequences? What were some of their ideas about just civil and criminal law? By examining these ancient ideas of social responsibility, we will consider how we might conceptualize and build our communities of responsibility.

The Talmud curriculum for the Nezikin year will focus on selected sugyot from seder Nezikin. Through close readings of talmudic texts and their commentaries, we will explore questions such as: How did the ancient rabbis understand our legal responsibilities to one another and thus the meaning of personhood? How did they understand social status and its legal consequences? What were some of their ideas about just civil and criminal law? By examining these ancient ideas of social responsibility, we will consider how we might conceptualize and build our communities of responsibility.

The study of a variety of laws relating to what contemporary Jews commonly refer to as “kashrut” (even as we complicate the idea that these laws are all part of one set of concerns), considering laws relating to the mixing of milk and meat, mixtures of permitted and forbidden foods, kashering utensils, and the kashrut of various kinds of cheese. Our primary focus will be acquisition of relevant data points and translating those data points into language that makes sense for various communities. A secondary focus will be on skill-building with regard to study of Shulhan Arukh. For students desiring further enrichment, the study of other halakhic texts such as Tur, Beit Yosef, and the various commentaries on the Shulhan Arukh will be provided.

The study of a variety of laws relating to what contemporary Jews commonly refer to as “kashrut” (even as we complicate the idea that these laws are all part of one set of concerns), considering laws relating to the mixing of milk and meat, mixtures of permitted and forbidden foods, kashering utensils, and the kashrut of various kinds of cheese. Our primary focus will be acquisition of relevant data points and translating those data points into language that makes sense for various communities. A secondary focus will be on skill-building with regard to study of Shulhan Arukh. For students desiring further enrichment, the study of other halakhic texts such as Tur, Beit Yosef, and the various commentaries on the Shulhan Arukh will be provided.

This course will provide an introduction to theories of halakhah and halakhic literature. We will contextualize halakhah within a wider world of legal theory as well as examine this particularly Jewish expression of law. As we gain a more expansive understanding of the development of halakhah and halakhic literature, we will also have the opportunity to consider how the languages of halakhah can be a resource for our individual and communal Jewish practices.

This course will provide an introduction to theories of halakhah and halakhic literature. We will contextualize halakhah within a wider world of legal theory as well as examine this particularly Jewish expression of law. As we gain a more expansive understanding of the development of halakhah and halakhic literature, we will also have the opportunity to consider how the languages of halakhah can be a resource for our individual and communal Jewish practices.

This course is an intensive introduction to the form and content of the Mishnah, the first code of rabbinic law. Students will gain familiarity with classical rabbinic syntax, key concepts, and frequent forms of rabbinic teachings, building a foundation for further study of rabbinic literature.

Israel Study Abroad for Rabbinic Students

RB-RAB-ISRL

TBD

TBD

6 per semester

Student spends a semester or more in Israel studying. Time in Israel is required by program. Institutions at which the student may student and courses the student may choose from are specifically directed by Dean of the Rabbinical School. Courses of study are chosen with particular student in mind and will include Hebrew language courses as well as intensive text study. Student must take a minimum of 6 credits per semester and may be required to do online course work at Hebrew College during the semester as well.

In this preliminary fundamental course students will learn basic Hebrew vocabulary and grammar needed for speaking, decoding of reading and comprehending authentic Hebrew texts, Modern to Ancient, exploring the magic of the Hebrew Language. The course begins with an introduction to the Hebrew Alphabet and the vowels system through songs, dialogues, stories and lots of humor. There will be some in-class conversation in Hebrew, however the emphasis will be on developing reading comprehension skills. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 1: Understanding Texts - Fundamental of Hebrew 1

MG-HEBRW-120-AU

Davis

Thursdays, 6:30-9 p.m.

NC

In this preliminary fundamental course students will learn basic Hebrew vocabulary and grammar needed for speaking, decoding of reading and comprehending authentic Hebrew texts, Modern to Ancient, exploring the magic of the Hebrew Language. The course begins with an introduction to the Hebrew Alphabet and the vowels system through songs, dialogues, stories and lots of humor. There will be some in-class conversation in Hebrew, however the emphasis will be on developing reading comprehension skills. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 3: Understanding Texts—Fundamentals of Hebrew 3

Prerequisite: Hebrew 2

MG-HEBRW-320-AU

Davis

Wednesdays, 4:30-7 p.m.

NC

In the third sequel of the Understanding Hebrew Texts series students will read selections from multiple genres from Modern Hebrew through classical texts. Students will apply and extend their knowledge of Hebrew grammar, continue to build their vocabulary, with the goal of enhancing their ability to develop skills and tool kit for independently read and understand Jewish texts in Hebrew, Modern through Ancient texts. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 3: Understanding Texts—Fundamentals of Hebrew 3

Prerequisite: Hebrew 2

MG-HEBRW-320-AU

Davis

Wednesdays, 6:30-9 p.m.

NC

In the third sequel of the Understanding Hebrew Texts series students will read selections from multiple genres from Modern Hebrew through classical texts. Students will apply and extend their knowledge of Hebrew grammar, continue to build their vocabulary, with the goal of enhancing their ability to develop skills and tool kit for independently read and understand Jewish texts in Hebrew, Modern through Ancient texts. Please note: Study time outside the classroom will be expected.

Hebrew & Culture 5: Sources - Readings in Hebrew, Standing at Sinai

Prerequisite: Hebrew 4 or above

MG-HEBRW-520-AU

Davis

Tuesdays, 6:30-9 p.m.

NC

This course will offer a unique experience of learning Hebrew throughout its history via diverse genres of authentic Hebrew literature. It will draw on a variety of Hebrew texts from a selection of sources including the Bible, mishnah, midrash, medieval texts, Hassidic tales, haskala-era Hebrew literature and Modern Hebrew. The anthology of readings will be drawn from the book of Exodus, Ethics of our Fathers, as well as works of Maimonides, Ramban, Yehuda HaLevi, Martin Buber, Shai Agnon, Hayim Nachman Bialik, Meir Shalev, Amos Oz, and Etgar Keret, Israeli TV and media. Grammatical concepts will be fully integrated into this literature-oriented course.

The Nazi Destruction of the Jews in Europe from 1933–1945 has been the subject of an enormous amount of research and reflection. Countless books, articles, films, novels, poetry, art, biographies, autobiographies have attempted to understand and engage the events of those years. We have learned a great deal but the phenomenon of the Holocaust continues to defy our understanding. In this course we will focus on three aspects of the Holocaust.

What happened: An overview of the narrative history of the what, where, and when. Memorializing the Holocaust—Documentary films and museums and memorials dedicated to the Holocaust. How should we remember? Jewish religious responses to the Holocaust – Theodicy – What does am segulah – chosen (special) peoplehood – mean in the context of the Holocaust? Every student will choose a first person account which will serve as lens through which the experience of the Holocaust will be interpreted.

This online course investigates the role that music has played in Jewish life from ancient to modern times. Topics include music in the time of the Bible, rabbinic attitudes toward music, music and mysticism, the development of the modes for prayer and scriptural cantillation, church and synagogue music compared, music of the holidays and the life cycle, folk and popular music in the Diaspora, the development of art music in the modern era, and music in modern Israel.